Huntahan* vocab assessment toward enriching mother tongue-based classroom practices

• Authors: Reynald M. Cacho , Lynle C. Cacho
• Languages of publication: EN

Abstracts

EN

This two-phase action research examined the profile and knowledge level of Grade III pupils about their knowledge on the distinct local vocabularies in order to formulate enrichment or intervention, to address any deficiency or lack of, and to assess whether such enrichment programs are effective for authentic, localized implementation of the MTB-MLE. The research instruments used in the first phase included survey and vocabulary assessment test. The researchers initially employed descriptive statistics to interpret the result. Majority of the respondents have established residency in Lopez, Quezon for at least four years. All of the pupils speak Tagalog only at home. The first phase of the research revealed that the pupils of Lopez West Elementary School Bldg. 1 performed satisfactorily in the language test. Most of them found that the most difficult words are generally content words. The initial results of this study serve as baseline information implying that the pupils’ level of understanding of the Lopezeños words needs enhancement and/or reinforcements; hence, there is an urgent need to implement the 2nd cycle of this action research. The second phase once implemented seeks to evaluate the effectiveness of the intervention and/or enrichment activities that may guide language teachers in the conduct of classroom-based, culturally sensitive, contextualized language instruction.

Keywords

EN

first language teaching and learning or mother-tongue based multilingual education; language assessment; vocabulary enrichment

• Publisher: Sciendo
• Journal: Journal of Language and Cultural Education
• Year: 2015
• Volume: 3
• Issue: 1
• Pages: 78-84

Dates

published

2015-01-01

online

2015-06-08

Contributors

author

Reynald M. Cacho

• Philippine Normal University, Philippines

author

Lynle C. Cacho

• Lopez West Elementary School, Philippines

References

• Dekker, D. E. & Young, C. (2007). Bridging the gap: The development of Appropriate Educational Strategies for Minority Language Communities in the Philippines. In Liddicoat, A. J. (Ed.), Language planning and policy: Issues in language planning and literacy (pp. 236–253). Clevedon, England: Multilingual Matters.
• Dekker, D. E. (1999). Leaving home: My language or yours? In Bautista, M. L. S. & Tan, G. (Eds.), The Filipino Bilingual: A Multidisciplinary Perspective. Philippines: Linguistic Society of the Philippines.
• Dekker, D. E., Duguiang, N. O., & Walter, S. (2008). The bridge to Filipino and English: Third year results of the First Language MLE Program in the Philippines. Paper presented to The 2nd International Conference on Language Development, Language Revitalization, and Multilingual Education in Ethnolinguistic Communities, Bangkok, Thailand. July 1–3, 2008. Retrieved from
• DepEd Order No. 16, 2012. Guidelines on the Implementation of Mother Tongue-Based Multilingual Education (MTB-MLE). Retrieved from
• Dumatog, R. C. & Dekker, D. E. (2003). First language education in Lubuagan, Northern Philippines. Paper presented to the Conference on Language Development, Language Revitalization and Multilingual Education in Minority Communities in Asia, Bangkok, Thailand. November 6–8 2003. Retrieved from
• Flexner, S. B. (Ed.). (2003). Random House Webster’s unabridged dictionary (2nd Ed.). New Yoek: Random House.
• Granali, R. J. (2013). K to 12: Teaching in local language a hit among kids. Inquirer News. Retrieved from
• Lopez National Comprehensive High School, Huntahan Team (2010). Huntahan sa Lopez High. Smartschools.ph. Retrieved from
• Martin, I. P. (2008). Myths about languages in the Philippines - Inquirer.net. Philippine News for Filipinos. Retrieved from
• Mills, G. E. (2000). Action research: A guide for the teacher researcher. Merrill Prentice Hall.
• Ocampo, D. J. & Hermosa, N. (1997). EDR 210 Module: Trends in Reading Instruction. Diliman, Quezon City: Open University.
• Read, J. (2000). Assessing Vocabulary. Cambridge: Cambridge University Press.

Identifiers

DOI

10.1515/jolace-2015-0007